Foundational learning

Whether children are out of school, at risk of dropping out, or struggling to stay engaged in formal classrooms, the challenge of keeping every learner in education is widespread. For the millions of children and youth who are not in school, accelerated education programmes (AEPs) have proven to be an effective approach to catch learners up on foundational skills and integrate them into formal education. Education.org’s (2022) AEP synthesis identified nine characteristics of effective AEPs, centring on government ownership and the need to embed AEP policies and guidelines into the formal school architecture. This (2025) Transitions synthesis completes the story, adding a tenth characteristic that is a crucial lever of success for all AEP models and transition pathways, especially those to formal schooling: close collaboration between AEPs, formal schools, and communities. It presents the STEP Framework, for Supporting Learners Through Evidence-based Planning (STEP), which follows the AEP learner on their transition journey, not just until they enter formal school, but ensuring they thrive within it (see image below).

Despite significant efforts, the global out-of-school rate has dropped by just 1% in the past decade. 122 million girls are still out of school today. With population growth, the number of girls missing out on education will rise unless we take urgent action. The question is not just how to get millions of girls back in school but how to accelerate their learning. Accelerated Education Programmes (AEPs) offer a proven solution, regularly achieving stronger learning outcomes in less time and at lower cost than formal education, while reaching the most marginalised. AEPs also offer lessons applicable to both non-formal and formal education.

As education systems worldwide are under intense pressure from conflict, climate change, displacement, Accelerated Education Programmes provide a crucial, adaptable pathway for reaching out-of-school and displaced learners, offering policymakers evidence-based strategies to expand inclusive, resilient education.

This High-Level Policy Guidance offers evidence-based recommendations and practical examples to help policymakers design, strengthen, and scale Accelerated Education Programmes as inclusive solutions for out-of-school and displaced children and youth.

As governments face mounting pressure to tackle the urgent challenge of out of school children with increasingly constrained budgets, decision makers need clear guidance on policy and implementation of accelerated education initiatives.

Why Accelerated Education Programmes must incorporate psychosocial support